he foods and food service

2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education

TEACHING GUIDE

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Home Economics – Foods and Food Service I

General Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality cooked and baked products.


Quarter 1 : Basic Cookery Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in basic cookery.

Analysis and interpretation of PECs by achievement, planning and power clusters.

Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in basic cookery.

Essential Understanding(s):Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurial career like cooking?

Learners will know:• Personal competencies

- Characteristics- Attributes- Lifestyles- Skills- Traits

• Cluster of PECs- Achievement- Planning- Power

Learners will be able to:• Analyze the competencies of PECs• Interpret the clusters of PECs such as achievement,

planning and power• Prepare a plan of action• Improve areas of strength

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Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength.

Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:Explanation: Describe their PECs focusing on strengths and development areas.Criteria:

a. Clearb. Comprehensivec. Concise

Interpretation: Compare their PECs with those of a successful practitioner.Criteria: a. Objective b. Focused c. Conclusive

Application: Apply their PECs in pursuing a chosen entrepreneurial activity.Criteria: a. Appropriate b. Effective c. Practical

Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria: a. Valid b. Relevant c. Plausible d. Sensitive

Evidence at the level of performance

Assessment of the plan of action based on the following criteria:

1. Comprehensiveness2. Appropriateness of strategies in terms

of addressing personal areas of development and improving one’s areas of strength

3. Doability

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Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. Sensitive

Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking.Criteria: a. Reflective b. Insightful c. Objective

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Teaching - Learning Sequence:

1. EXPLORE• Ask learners to name people in the community who are successful in basic cookery business

Why are they successful? Do you wish to be like them?

• Explain to learners the importance of assessing their PECs• Guide learners in assessing their PECs on the following:

Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs.

• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.

2. FIRM UP• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting

information about how entrepreneurs engaged in basic cookery succeed. Some suggested activities: interview with successful entrepreneurs in basic cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in basic cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills.

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in basic cookery succeed in their chosen field. Refer students to their answers posted on the wall.

• Process learners’ learning and check it against EU.• Check learners’ understanding against the content standard.

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3. DEEPEN• Have learners align their PECs with those of a successful entrepreneur of their choice.• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.• Ask learners to express the EU.• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)

4. TRANSFER• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed • Textbooks/KAB Modules• Scripts• Graphic organizers• Charts/Pictures/Video/Multimedia• Questionnaires/Checklists/Handouts/Survey Forms, etc.• Profile of entrepreneurs

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Quarter 1 : Basic Cookery Topic: Environment and Market Time Frame: 6 days

Stage 1Content Standard: The learner demonstrates understanding of the environment and market for cooking as an entrepreneurial career.• Key Ideas

- Consumer needs and wants- Existing industry related to cooking meal products- Products/services that satisfy the needs and

wants of target customers• Key Processes

- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing

Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for basic cookery.

Essential Understanding(s):The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered.

One’s choice of entrepreneurial activity is influenced by the needs and wants of consumers.

Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture.

Essential Question(s):How does one determine the needs and wants of the target market and industry in the immediate community?

How does one select an entrepreneurial activity to be pursued?

How can one respond effectively to a business opportunity?

Learners will know:• Consumer needs and wants• Existing industry related to embroidery• Products/services that satisfy the needs and wants of

target consumers• SWOT analysis• Formulation of business idea• Opportunity seeking and seizing

Learners will be able to:• Prepare SWOT analysis • Formulate an action plan on business opportunity• Formulate a business idea from data analysis

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Stage 2Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market.

Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:

Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in basic cookery.Criteria:

a. Clearb. Comprehensivec. Concised. Coherent

Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in basic cookery.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid

Application: Generate business ideas from data analysis of existing industry related to basic cookery.Criteria: a. Appropriate b. Innovative c. Practical


Assessment of formulated business idea on the following criteria:

• Profitable• Feasible• Practical• Responsive to consumer needs

and wants• Innovative

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Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for existing industries.Criteria: a. Valid b. Relevant c. Insightful

Empathy: Express their feelings when entrepreneurs offer the same type of business in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded

Self-knowledge: Self-assess their level of confidence in formulating business ideas related to basic cookery.Criteria: a. Reflective b. Insightful c. Objective

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Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:

1. EXPLORE• Guide the learner in assessing their prior knowledge on environment and market for basic cookery as an entrepreneurial

lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.• Have the learner assess his/her immediate environment and market for basic cookery to determine the existing industries,

needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis

• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to basic cookery.

2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for the existing basic cookery

business in the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to basic cookery

in the immediate locality.• Guide learners in making a graphical presentation of the information on basic cookery as a result of the data-gathering

activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for

basic cookery.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner

he/she was able to seize a business opportunity relative to basic cookery.• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating

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business ideas.• Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER• Ask learner to formulate a business idea as a result of the SWOT analysis of the environment and market.• Assess the learner’s business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed:• Textbooks• KAB Modules• Magazines/Journals/Articles on supply and demand and existing industry

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Quarter 1 : Basic Cookery Topic: Methods of Cooking Time Frame: 35 days

Stage 1Content Standard: The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in cooking

process flow in the various methods of cooking such as frying, steaming, boiling, baking, stewing, sautéing, frosting, etc.

project plan four (4) Ms (manpower, materials, machine, methods) of

production in cooking evaluation of products cost of production pricing of products packaging and marketing of products

Performance Standard: The learner produces marketable original/new meal products following the basic concepts and principles underlying the process and delivery in cooking.

Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in cooking is essential in producing marketable meal products.

Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in cooking?

Learners will know: Principles in basic cooking Cooking terms and procedure Tools, utensils and equipment and their uses Methods of cooking namely: boiling, frying,

broiling, steaming, baking, grilling, roasting Safety and sanitation Work simplification Project planning Cooking of meal products• Frying – fried chicken

Learners will be able to: Apply the principles in basic cooking Apply the cooking terms and procedure Use the cooking utensils, tools and equipment Apply the steps on the different methods of cooking

Observe safety measures and sanitation Follow work simplification Prepare project plan including the 4M’s of production Cook meal products such as: fried chicken, broiled fish,

meat loaf, embutido, grilled liempo/barbecue, roasted

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• Broiling – broiled fish• Baking – meat loaf• Steaming – embutido• Grilling – grilled liempo/barbecue• Roasting – roasted chicken• Boiling – tinola, sinigang, pochero

Evaluation of cooked meal products Cost of production Pricing Packaging and marketing of products

chicken, tinola, sinigang, pochero, etc.

Evaluate cooked meal products Compute for the cost of production and selling price

Adapt appropriate packaging and marketing strategies

Stage 2Product or Performance Task:

Marketable original/new meal products, following the basic concepts and principles underlying the process and delivery in cooking

Demonstration of the process in the preparation of marketable meal products


Explanation: Explain the basic concepts and principles underlying the process and delivery in cooking.Criteria:

a. Clearb. Comprehensivec. Scientific basis

Interpretation: Show the significance of the process and delivery of cooking in producing new products.Criteria: a. Original


Assessment of meal products based on marketability (quality, appearance, price) and originality (value-added uniqueness)

Assessment of performance• Compliance to standards (tools,

equipment, materials)• Application of procedure• Observance of work habits• Speed/Time

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b. Creative Application: Exhibit marketable meal products following the process and delivery in cooking.Criteria: a. Original b. Creative c. Nutritive Value d. Cost-beneficial

Perspective: Compare and contrast various methods and techniques in cooking.Criteria: a. Clear b. Concise c. Appropriate

Empathy: Share their thoughts on how it feels to have gainful returns in cooking meal products.Criteria: a. Profitable b. Quality Self-knowledge: Self-assess their knowledge in producing marketable meal products.Criteria: a. Clear b. Self-confidence

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Stage 3Teaching - Learning Sequence:

1. EXPLORE • Guide learners in assessing their prior knowledge and understanding in cooking meal products through paper and

pencil, performance test and other diagnostic assessment tools.• Orient learners in understanding the curriculum framework – CP-TLE- Foods and Food Service I, learning standards

(content and performance standards), assessment tools and criteria.• Guide learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist

which will focus on:- types of meal products- presentation of meal products- ingredients used – ingredients available in the community/locality- demands for a particular product – age, occupation, likes and dislikes, etc.

• Provide learners pictures/video clips on basic cookery.• Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the

process of cooking meal products.• Guide learners in gaining initial understanding of the concepts and principles in cooking different meal products.• Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process

of delivery in cooking meal products.

2. FIRM UP • Guide learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing

quality meal products.• Have learners gather essential information related to the basic cookery of meal products. Learners can use any of the

following: - interview with successful cook

- web-based resources- reading materials (books, bulletins and others)

• Guide learners in preparing a project plan in cooking different meal products.• Have learners familiarize themselves with the different processes/methods of cooking involved in producing meal

products.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,

information/learning in cooking different meal products.15


• Have learners assess themselves on their understanding of the concepts in cooking different meal products. Check this against the content standard.

3. DEEPEN

• Guide learners translate the project plan into a quality meal products based on the given standard procedure.• Have learners compute for the cost of production and selling price of meal products.• Engage learners into a guided discussion on the factors that may affect various practices in cooking different meal

products.• Encourage learners to reflect and revise their project plan.• Have learners express their understanding on the different methods of cooking meal products. Check this against the

Essential Understanding (EU) and content standard.• Have learners assess their Level of Understanding. (Refer to Stage 2)

4. Transfer: • Have learners produce original/new marketable meal products applying the basic concepts and principles in basic

cooking.• Encourage learners to exhibit the finished meal products (bazaar, food fair, etc.)• Have learners assess their Level of Performance. (Refer to Stage 2)

Resources/Materials/Equipment Needed:• Textbooks• Magazines/Journals• KAB Modules • Cooking utensils, tools and equipment• Ingredients

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Quarter 2 : Native Delicacies Cookery Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in native delicacies cookery.


Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in native delicacies cookery.








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Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength.





Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria: a. Valid b. Relevant c. Plausible d. Sensitive





3. Doability

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1. EXPLORE• Ask learners to name people in the community who are successful in native delicacies cookery business.







information about how entrepreneurs engaged in native delicacies cookery succeed, Some suggested activities: interview with successful entrepreneurs in native delicacies cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in native delicacies cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in native delicacies cookery succeed in their chosen field. Refer students to their answers posted on the wall.


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Quarter 2 : Native Delicacies Cookery Topic: Environment and Market Time Frame: 6 days





Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market native delicacies cookery.








target consumers• SWOT analysis• Formulation of business idea• Opportunity seeking and seizing


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Stage 2Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market


Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in native delicacies cookery.Criteria:


Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in native delicacies cookery.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid

Application: Generate business ideas from data analysis of existing industry related to native delicacies cookery.Criteria: a. Appropriate b. Innovative c. Practical





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Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for existing industries.Criteria: a. Valid b. Relevant c. Insightful


Self-knowledge: Self-assess their level of confidence in formulating business ideas related to native delicacies cookery.Criteria: a. Reflective b. Insightful c. Objective

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1. EXPLORE• Guide the learner in assessing their prior knowledge on environment and market for native delicacies cookery as an

entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.

• Have the learner assess his/her immediate environment and market for native delicacies cookery to determine the existing industries, needs and wants of target market with the use of the following:

Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis

• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to native delicacies cookery.

2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market from the existing native delicacies

cookery business in the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to native

delicacies cookery in the immediate locality.• Guide learners in making a graphical presentation of the information on native delicacies cookery as a result of the data-

gathering activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for

native delicacies cookery.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.


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he/she was able to seize a business opportunity relative to native delicacies cookery.• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating

business ideas.• Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for native

delicacies cookery.• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).


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Quarter 2 : Native Delicacies Cookery Topic: Production of Native Delicacies

Time Frame: 35 days

Stage 1Content Standard: The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in cooking native delicacies.

process flow in cooking native delicacies such as palitaw, puto, butchi, maja, tupig, biko, bibingka, sapinsapin,etc


production evaluation of products cost of production pricing of products packaging and marketing of products

Performance Standard: The learner produces marketable original/new products, following the basic concepts and principles underlying the process and delivery in cooking native delicacies.

Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in cooking is essential in producing marketable native delicacies.

Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in cooking native delicacies?

Learners will know: Principles in basic cooking native delicacies Classification of native delicacies Ingredients used in cooking native delicacies Methods of cooking native delicacies

Project planning 4 M’s of production Cooking of native delicacies

Learners will be able to: Apply the principles in basic cooking native delicacies Classify native delicacies Use different ingredients in cooking native delicacies Apply the steps on the different methods of cooking

native delicacies Prepare a project plan Discuss the 4M’s of production Cook native delicacies

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• Palitaw• Puto• Butchi• Maja• Tupig• Biko• Bibingka• Sapin-sapin• Others

Evaluation of cooked native delicacies Cost of production/services Pricing of products/services Packaging and marketing

Strategies Advertisement

Palitaw Puto Butchi Maja Tupig Biko Bibingka Sapin-sapin Others

Evaluate cooked native delicacies Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies

Stage 2Product or Performance Task:Marketable original/new products, following the basic concepts and principles underlying the process and delivery in cooking native delicacies

Demonstration of the process in the preparation of marketable native delicacies

Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:Explanation:Explain the basic concepts and principles underlying the process and delivery in cooking native delicacies.Criteria:• Clear• Comprehensive• Scientific basis

Interpretation:Show the significance of the process and delivery of cooking in producing new products.

Evidence at the level of performanceAssessment of native delicacies based on marketability (quality, appearance, price) and originality (value-added, uniqueness)

Assessment of performance• Compliance with standards (tools,


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Criteria• Original• Creative

Application:Exhibit marketable native delicacies products following the process and delivery in cooking.Criteria• Original• Creative• Nutritive Value• Cost-beneficial

Perspective:Compare and contrast the different techniques in cooking native delicacies.Criteria:• Clear• Concise• Appropriate

Empathy:Share their thoughts on how it feels to have gainful returns in cooking native delicacies.Criteria:• Profitable• Quality

Self-Knowledge:Self-assess their knowledge in producing marketable native delicacies.Criteria:• Clear

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• Self-Confidence

Stage 3


1. EXPLORE • Guide learners in assessing their prior knowledge in cooking native delicacies through paper and pencil, performance

test and other diagnostic assessment tools.• Orient learners on the learning standards (content and performance standards), assessment tools and criteria.• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist

which will focus on:- types of native delicacies- presentation of native delicacies- ingredients used - demands for a particular product

• Provide learners pictures/video clips presentation on native delicacies cookery.• Process the picture/video clip presentation by asking probing questions.• Draw learners’ initial understanding on the need to understand the basic concepts and principles in cooking native

delicacies.

2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing

quality native delicacies.• Encourage learners gather essential information related to native delicacies cookery. Learners can use any of the

following: - interview with successful cook


• Assist learners in preparing a project plan on native delicacies cookery.• Have learners familiarize themselves with the different processes involved in cooking native delicacies.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,

information/learning in cooking native delicacies.• Have learners assess themselves their understanding of the concepts in cooking native delicacies. Check this against

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the content standard.

3. DEEPEN • Guide learners to translate the project plan into quality products based on the given standard procedure.• Assist learners in computing for the cost of production and selling price of native delicacies.• Engage learners into a guided discussion on the factors that may affect the different practices in native delicacies.• Encourage learners to reflect on and revise their project plan.• Have learners express their understanding on native delicacies cookery and check them against the Essential

Understanding (EU) and content standard.• Assess learners’ level of understanding. (Refer to Stage 2, Assessment at the Level of Undestanding)

4. Transfer: • Have learners produce original/new marketable products applying the basic concepts and principles in cooking native

delicacies.• Encourage learners to exhibit their finished products (bazaar, food fair, etc.)• Assess learner’s level of performance. (Refer to Stage 2, Assessment at the Level of Performance)


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Quarter 3 : Baking Pies, Pastries and Breads

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in baking pies, pastries and breads.


Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in baking pies, cookies and pastries.








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Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength


Explanation: Describe their PECs focusing on strengths and development areas.Criteria:




Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria:





3. Doability

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a. Valid b. Relevant c. Plausible d. Sensitive



Stage 3Teaching - Learning Sequence:1. EXPLORE

• Ask learners to name people in the community who are successful in baking pies, pastries and breads business. Why are they successful? Do you wish to be like them?

• Explain to learners the importance of assessing their PECs.• Guide learners in assessing their PECs on the following:


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information about how entrepreneurs engaged in baking pies, pastries and breads succeed. Some suggested activities: interview with successful entrepreneurs in baking pies, pastries and breads, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking pies, pastries and breads, using the following aspects: characteristics, traits, attributes, lifestyles, skills

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking pies, pastries and breads succeed in their chosen field. Refer students to their answers posted on the wall.




Resources/Materials/Equipment Needed • Textbooks/KAB Modules• Scripts• Graphic organizers• Charts/Pictures/Video/Multimedia

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• Questionnaires/Checklists/Handouts/Survey Forms, etc.• Profile of entrepreneurs


Topic: Environment and Market Time Frame: 6 days





Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for target customers in baked pies, pastries and breads.








target consumers


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• SWOT analysis• Formulation of business idea• Opportunity seeking and seizing

Stage 2Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market


Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in baking pies, pastries and breads.Criteria:


Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked pies, pastries and breads.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid

Application: Generate business ideas from data analysis of industries related to baking pies, pastries and breads.Criteria:





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a. Appropriate b. Innovative c. Practical

Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for target clientele.Criteria: a. Valid b. Relevant c. Insightful


Self-knowledge: Self-assess their level of confidence in formulating business ideas related to baking pies, pastries and breads.Criteria: a. Reflective b. Insightful c. Objective

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1. EXPLORE• Guide learners in assessing their prior knowledge on environment and market for baked pies, pastries and breads as an


• Have learners assess their immediate environment and market for business opportunities to determine the existing industries, needs and wants of target market with the use of the following:


• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related to baked pies, pastries and breads.

2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for baked pies, pastries and breads in

the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to baking pies,

pastries and breads in the immediate locality.• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of

the data-gathering activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN• Assist the learner in conducting an interview with a seasoned entrepreneur to gather salient information as regards the

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manner he/she was able to seize a business opportunity.• Compare whether the information arrived at during the interview will complement/harmonize with their skills in formulating

business ideas.• Assess the learner’s level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked pies,

pastries and breads.• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).


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Topic: Production of Pies, Pastries and Breads

Time Frame: 35 days

Stage 1Content Standard: The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in baking:

process flow in baking breads, pastries and pies such as pandesal, raisin bread, mango/buko pies, tarts, etc.


production evaluation of baked products cost of production pricing of products packaging and marketing of products

Performance Standard: The learner produces marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.

Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in baking is essential in producing marketable baked products.

Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in baking?

Learners will know:Pies and Pastries

Principles in baking pies and pastries Ingredients used in baking pies and pastries Different kinds of crusts and its characteristics Methods of making single crust and double crust

pies. Different types of fillings and toppings Project plan 4 M’s of production

Learners will be able to:

Apply the principles in baking pies and pastries Use different ingredients in baking pies and pastries Classify the types of crusts Apply the method of making single and double crust pies

Differentiate types of fillings and toppings Prepare project plan Discuss the 4M’s of production

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Baking of pies and pastries• Pineapple pie• Buko pie• Peanut tarts• Fruit tarts• Others

Evaluation of baked pies and pastries Cost of production/services Pricing of products/services Packaging and marketing of baked products

• Strategies• Advertisement

Breads Principles in baking breads Ingredients used in baking breads Methods of baking quick breads Basic bread making operation Causes of failures in baking bread Project planning 4 M’s of production Baking of breads Evaluation of baked breads Cost of production/services Pricing of products Packaging and marketing of baked breads


Bake pies and pastries• Pineapple pie• Buko pie• Peanut tarts• Fruit tarts• Others

Evaluate baked products Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies

Apply the principles in baking breads Use quality ingredients Apply the methods in baking quick breads Apply basic bread making operation Recognize the failure in baking bread Prepare project plan Discuss the 4 M’s of production Bake breads Evaluate baked products Compute the cost of production and selling price

Adopt appropriate packaging and marketing strategies

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Stage 2Product or Performance Task:Marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking

Demonstration of the process in the preparation of marketable baked products


Explanation:Explain the basic concepts and principles underlying the process and delivery in baking breads, pastries and pies.Criteria:• Clear• Comprehensive• Scientific basis

Interpretation:Show the significance of the process and delivery of baking in producing new products.Criteria• Original• Creative

Application:Exhibit marketable meal products following the process and delivery in baking.Criteria• Original• Creative• Nutritive Value• Cost-beneficial

Evidence at the level of performanceAssessment of breads, pastries and pies based on marketability (quality, appearance, price) and originality (value-added, uniqueness)



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Perspective:Compare and contrast the different techniques in baking pies, pastries and breads.Criteria:• Clear• Concise• Appropriate

Empathy:Share their thoughts on how it feels to have gainful returns in baking pies, pastries and breads.Criteria:• Profitable• Quality

Self-Knowledge:Self-assess their knowledge in producing marketable pies, pastries and breads.Criteria:• Clear• Self-Confidence

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Stage 3Teaching - Learning Sequence:1. EXPLORE

• Guide learners in assessing their prior knowledge and understanding in the production of baked pies, pastries and breads through paper and pencil, performance test and other assessment tools.

• Orient learners in understanding the learning standards (content and performance standards), assessment tools and criteria.

• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist which will focus on:- types of baked pies, pastries and breads- presentation of baked products- ingredients used – indigenous ingredients found in the community/locality.- demands for a particular product – age, occupation, likes and dislikes

• Provide learners with pictures/ video clip presentation on the production of baked pies, pastries and breads.• Process learners understanding on the pictures and video clip presentation by asking leading questions focusing on the

production process of baked pies, pastries and breads.• Guide learners in gaining initial understanding of the concepts and principles of baked pies, pastries and bread

production.• Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts

and principles underlying the process of delivery in the production of baked pies, pastries and breads.


quality baked products.• Encourage learners gather essential information related to pies, pastries and bread production. Learners can use any of

the following: - interview with successful baker


• Guide learners in preparing a project plan on the production of baked pies, pastries and breads.• Have learners familiarize themselves with the different processes involved in producing pies, pastries and breads.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,

information/learning in the production of pies, pastries and breads.

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• Have learners assess themselves on their understanding of the concepts of production of pies, pastries and breads, Check this against the content standard.

3. DEEPEN

• Have learners translate the project plan into a quality baked products based on the given standard procedure.• Assists learners in computing for the cost of production and selling price of pies, pastries and breads.• Engage learners into a guided discussion on the factors that may affect the different practices in baking pies, pastries

and breads.• Encourage learners to reflect on and revise their project plan.• Have learners express their understanding and check against the Essential Understanding (EU) and content standard in

baking pies, pastries and breads.• Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding)

4. TRANSFER • Have learners produce original/new marketable pies, pastries and breads applying the concepts and principles in

baking. • Encourage learners to exhibit their finished products (bazaar, food fair, etc.).• Assess learners’ level of performance. (Refer to Stage 2, Assessment at the Level of Performance)

Resources/Materials/Equipment Needed:• Textbooks• Magazines/Journals• KAB Modules • Cooking utensils/ tools and equipment • Ingredients

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Quarter 4: Baking Cookies and Cakes Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in baking cookies and cakes.


Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in baked cookies and cakes business.


Essential Question(s):How does one ensure success in a chosen entrepreneurial career like baking?






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Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength





Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria: a. Valid b. Relevant c. Plausible





3. Doability

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d. Sensitive


Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in baking.Criteria: a. Reflective b. Insightful c. Objective

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1. EXPLORE• Ask learners to name people in the community who are successful in their baked cookies and cakes business.







information about how entrepreneurs engaged in baking cookies and cakes succeed. Some suggested activities: interview with successful entrepreneurs in baking cookies and cakes, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking cookies and cakes, using the following aspects: characteristics, traits, attributes, lifestyles, skills.

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking cookies and cakes succeed in their chosen field. Refer students to their answers posted on the wall.


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Quarter 4 : Baking Cookies and Cakes Topic: Environment and Market Time Frame: 6 days

Stage 1Content Standard: The learner demonstrates understanding of the environment and market for baking cookies and cakes as an entrepreneurial career.• Key Ideas




Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for baked cookies and cakes.








target consumers• SWOT analysis• Formulation of business idea


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• Opportunity seeking and seizingStage 2

Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market


Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in baked cookies and cakes.Criteria:


Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked cookies and cakes.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid

Application: Generate business ideas from data analysis of industries related on baked cookies and cakes.Criteria: a. Appropriate b. Innovative c. Practical





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Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for industries related to baked cookies and cakes.Criteria: a. Valid b. Relevant c. Insightful


Self-knowledge: Self-assess their level of confidence in formulating business ideas related to baking cookies and cakes.Criteria: a. Reflective b. Insightful c. Objective

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1. EXPLORE• Guide learners in assessing their prior knowledge on environment and market for baked cookies and cakes as an


• Have learners assess their immediate environment and market for baked cookies and cakes to determine the existing industries, needs and wants of target market with the use of the following:


• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas to baked cookies and cakes.

2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for baked cookies and cakes products

in the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to baked

cookies and cakes in the immediate locality.• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of

the data-gathering activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for

baked cookies and cakes.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.


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he/she was able to seize a business opportunity relative to baking cookies and cakes.• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating

business ideas.• Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked cookies

and cakes.• Assess the learners’ business idea based on the interview provided in Stage 2 (Assessment at the Level of Performance).


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Quarter 4 : Baking Cookies and Cakes Topic: Production of Cookies and Cakes

Time Frame: 35 days

Stage 1Content Standard:

The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in baking:

process flow in baking cookies and cakes such as brownies, butter, pinwheel, macaroons, oatmeal cookies and sponge, butter, chiffon, upsidedown cakes, etc.

project plan four (4) M’s (manpower, materials, machine, methods)

of production evaluation of baked products cost of production pricing of products packaging and marketing of products

Performance Standard:

The learner produces marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.

Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in baking is essential in producing marketable baked products.

Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in baking?

Learners will know:Cookies

Ingredients used in cookies Methods of mixing cookies Characteristics of quality cookies Project plan 4 M’s of production Baking of cookies

Learners will be able to:

Use of quality ingredients Apply the method of mixing cookies Recognize characteristics of quality cookies Prepare project plan Discuss the 4M’s of production Bake cookies

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• Brownies• Dream Heart Wafers• Oatmeal Cookies• Chocolate Pinwheel• Sand Tarts• Peanut Butter Thumbprints

Evaluation of baked cookies Cost of production/services Pricing of products/services Packaging and marketing of baked products


Cakes Types of cakes Ingredients used in baking cakes Qualities of well baked cakes Factors to consider in baking quality cakes Icing and frosting Kinds of icing and frosting Project planning 4 M’s of production of cakes Baking of cakes Cake decorating

Chiffon cake with boiled icing Butter cake/pineapple upside down cake Sponge cake with chocolate frosting

Evaluation of cakes Cost of production/service Pricing of products/services Packaging and marketing of cakes

Brownies Dream Heart Wafers Oatmeal Cookies Chocolate Pinwheel Sand Tarts Peanut Butter Thumbprints

Evaluate baked products Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies

Differentiate types of cakes Use quality ingredients Recognize qualities of a well baked cakes Differentiate quality cakes Differentiate icing from frosting Classify kinds of icing and frosting Make project plan Discuss the 4 M’s of production Bake cakes Decorate cakes

Chiffon cake with boiled icing Butter cake/pineapple upside down cake Sponge cake with chocolate frosting

Evaluate cake Compute cost of production and selling price

Adopt appropriate packaging and marketing strategies

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Stage 2Product or Performance Task:Marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.

Demonstration of the process in the preparation of marketable baked products


Explanation:Explain the basic concepts and principles underlying the process and delivery in baking cookies and cakes.Criteria:• Clear• Comprehensive• Scientific basis

Interpretation:Show the significance of the process and delivery of baking in producing new products.Criteria• Original• Creative

Application:Exhibit marketable meal products following the process and delivery in baking.Criteria• Original• Creative• Nutritive Value• Cost-beneficial

Evidence at the level of performanceAssessment of cookies and cakes based on marketability (quality, appearance, price) and originality (value-added, uniqueness)



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Perspective:Compare and contrast the different techniques in baking cookies and cakes.Criteria:• Concise• Appropriate

Empathy:Share their thoughts on how it feels to have gainful returns in baking cookies and cakes.Criteria:• Profitable• Quality

Self-Knowledge:Self-assess their knowledge in producing marketable cookies and cakes.Criteria:• Clear• Self-Confidence

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1. EXPLORE• Guide learners in assessing their prior knowledge and understanding in the production of baked cookies and cakes

through paper and pencil, performance test and other assessment tools.• Orient learners in understanding the learning standards (content and performance standards), assessment tools and

criteria.• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist

which will focus on:- types of baked cookies and cakes- presentation of baked products- ingredients used – indigenous ingredients in the community/locality- demands for a particular product – age, occupation, likes and dislikes

• Provide learners with pictures/ video clip presentation on the production of cookies and cakes.• Process learners understanding of the pictures and video presentation by asking leading questions focusing on the

production process of baked cookies and cakes.• Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts

and principles underlying the process of delivery in the production of baked cookies and cakes.


quality baked products.• Encourage learners gather essential information related to cookies and cakes. Learners can use any of the following: - interview with successful baker


• Assist learners in preparing a project plan on the production of baked cookies and cakes.• Have learners familiarize themselves with the different processes involved in producing cookies and cakes.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,

information/learning in the production of cookies and cakes.• Have learners assess themselves on their understanding of the concepts of production of cookies and cakes. Check

this against the content standard.

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3. DEEPEN

• Have learners translate the project plan into a quality baked products based on the given standard procedure.• Assist learners in computing for the cost of production and selling price of cookies and cakes.• Engage learners into a guided discussion on the factors that may affect the different practices in baking cookies and

cakes.• Encourage learners to reflect on and revise their project plan.• Have learners express their understanding and check against the essential understanding (EU) and content standard in

baking cookies and cakes.• Assess learner’s level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)

4. Transfer: • Have learners produce original/new marketable cookies and cakes applying the concepts and principles in baking.• Encourage learners to exhibit their finished products (bazaar, food fair, etc.).• Have learners assess their level of performance. (Refer to Stage 2, Assessment at the Level of Performance)


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he foods and food service

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